ChanMin Kim

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We investigated what factors would be related to students' achievement in mathematics courses offered at a virtual high school. This was an attempt to understand why some succeed and some do not as well as to suggest what should be done to help with student success. Seventy-two students responded to a self-report survey on motivation (ie, self-efficacy,(More)
— Providing students with timely and meaningful feedback is an important part of the learning process. In providing formative feedback, it is important that the teacher take the full complexity of the student into account, examining not only what the student learned or failed to learn but also why. There are numerous factors that are associated with why(More)
ChanMin Kim is a doctoral candidate in Instructional Systems at Florida State University and has conducted research on the integration of motivational and volitional strategies to improve learner motivation and achievement. She is currently expanding her research to include change management theory with motivation and volition to develop a process for(More)
The Internet offers easy access to open resources, especially for educational use. However, the quality of open resources has been constantly criticized (Wiley & Gurrell, 2009). The purpose of this study was to examine English-as-a-Second-Language (ESL) open educational resources (OERs) and to make recommendations for designing ESL OER websites that(More)
Engagement and motivation are not one and the same, but motivation can be transformed into engagement with proper design of support. In this study, we examined the differences between high performers and low performers with regard to changes in their motivation, regulation, and engagement throughout the semester. Participants were 100 students enrolled in(More)
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based(More)